Parent-child interactions and word learning in young deaf children with cochlear implants

植入人工耳蜗的聋哑儿童的亲子互动和单词学习

• 批准号: 10320004
• 负责人: Oliver Franz Adunka
• 金额: $ 62.61万
• 依托单位: OHIO STATE UNIVERSITY
• 依托单位国家: 美国
• 财政年份: 2020
• 资助国家: 美国
• 起止时间: 2020-01-01 至 2022-12-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/10320004
• 关键词: 5 year old; Accounting; Affect; Age; Association Learning; Attention; Auditory; Auditory Perception; Behavior; Child; Child Behavior; Childhood; Chronology; Cochlear Implants; Cochlear implant procedure; Collaborations; Data; Development; Event; Eye; Face; Feedback; Foundations; Hand; Head; Intervention Studies; Joints; Knowledge; Language; Language Development; Lead; Learning; Link; Matched Group; Measures; Mediating; Methods; Movement; Names; Parent-Child Relations; Parents; Participant; Pathway interactions; Play; Property; Research; Resolution; Risk Factors; Role; Social Interaction; Speech Perception; System; Testing; Time; Work; auditory processing; base; cognitive disability; congenital deafness; data streams; deaf; experience; gaze; implantation; infancy; insight; language outcome; learning outcome; multimodality; normal hearing; novel; peer; programs; sensory input; social; social structure; sound; word learning

Project Summary/Abstract Severe-to-profound hearing loss during infancy is a risk factor for poor spoken language development, even after early cochlear implantation. A key to acquiring spoken language is developing the ability to learn associations between words and their referents (i.e., novel word learning). Many young children with cochlear implants (CIs) struggle to learn novel words and those who do tend to have poor language outcomes. We know that successful word learning in normal-hearing, typically developing children depends in large part on the real-time quantitative and qualitative properties of parent-child social interactions, such as the synchrony between when parents name objects and children’s attention to those objects. Our central hypothesis is that the atypical auditory experiences of CI users influence naming synchrony, affecting word-learning opportunities and language outcomes. This proposed project is built upon an already established collaboration between MPI Chen Yu, who has developed a multi-method, multi-modal approach involving high-resolution data of eye, head, and hand movements to characterize the micro-structure of social coordination, and MPI Derek Houston, who has investigated speech perception and novel word learning in children with cochlear implants for over 18 years. We will collect multiple streams of data from both parents and children as they play with each other and as parents spontaneously name novel objects, and investigate the role of congenital deafness and subsequent cochlear implantation on the quantity and quality of naming synchrony and explore potential micro- and macro- level mechanisms that may account for differences in naming synchrony between dyads with NH children and those with children who use CIs (Aim 1). We will also determine and the effects of naming synchrony on word learning in CI users and NH children (Aim 2). Finally, the proposed project will assess language outcomes six months later and determine the extent to which differences in naming synchrony predict language outcomes after accounting for concurrent auditory processing and language abilities (Aim 3). To our knowledge, this is the first effort to investigate real-time micro-level properties of social interactions in children with CIs, which will lead to new insights into real-time parent-child interactions and language outcomes after implantation, and will potentially lead to new hypotheses for intervention studies involving precise feedback on parent-child coordination.

项目摘要/摘要 婴儿期严重到严重的听力损失是口语发展不良的风险因素，甚至 早期人工耳蜗术后。掌握口语的一个关键是培养学习能力 单词与其所指对象之间的联系(即，新词学习)。许多年幼的儿童患有耳蜗病 植入者(CI)很难学习新词，而那些学习新词的人往往语言结果很差。我们 要知道，在听力正常的儿童中，成功的单词学习在很大程度上取决于 亲子社交的实时数量和质量属性，如同步性 在父母给物体命名和孩子对这些物体的注意之间。我们的中心假设是 CI使用者的非典型听觉体验影响了命名的同步性，从而影响了词汇学习机会 和语言结果。这一提议的项目建立在MPI之间已经建立的合作基础上 陈郁开发了一种涉及眼睛高分辨率数据的多方法、多模式方法， 头部和手部动作来表征社会协调的微观结构，以及MPI德里克·休斯顿， 世界卫生组织调查了18年以上人工耳蜗术后儿童的言语感知和新词学习 好几年了。我们将收集父母和孩子相互玩耍时的多个数据流，并 当父母自发地命名新的物体，并调查先天性耳聋和随后的作用 人工耳蜗植入对命名的数量和质量的同步性及潜在的微观和宏观探索 可能解释NH儿童和NH儿童之间命名同步性差异的水平机制 有使用CI的孩子的人(目标1)。我们还将确定命名同步对Word的影响 CI使用者和NH儿童的学习(目标2)。最后，拟议的项目将评估六种语言成果 几个月后，并确定命名同步性的差异预测语言结果的程度 在考虑了同时进行的听觉处理和语言能力之后(目标3)。据我们所知，这是 首次努力调查患有顺应性疾病的儿童社交互动的实时微观属性，这将是 导致对植入后的实时亲子互动和语言结果的新见解，并将 可能导致干预研究的新假设，涉及对亲子关系的精确反馈 协调。